UFT Executive Board – 2/10/2025
Summary: In an executive board meeting that was unusually eventful (in a good way), we heard two members (one NAC and one MORE) speak out in favor of universal healthcare, four members speak out about ways to help immigrant students, and the problems with pattern bargaining were discussed. These minutes are abbreviated (transferred from notes I took by hand), so I recommend just reading through to see the details.
Mike Sill filled in for LeRoy Barr to chair the meeting.
Open Mic
Greg DiStefano: I’ve been a UFT member for 56 years. There was a demonstration back when Al Shanker was president – it was about universal healthcare! The AFT-CIO came to educate us about healthcare costs, brought in speakers. Got the facts. What happened at the MLC a few years ago, of which our union was a big part, was not like this. This is an issue of democracy. Our union is not fully represented. 41% of the active teacher population voted against Unity last election, but only 7/102 executive board members are here from the other slate. We need more democracy.
Two teachers from FDR spoke out about the need to immigrant students, highlighting the need for trainings and the creation of committees to protect students. They pleaded to let their resolution be motivated at the next DA.
A teacher who was assaulted by a student and sustained serious injuries spoke about serious issues she had with processing her care/LODI. While specifying that a few UFT staffers have been helpful, her overall experience has been extremely negative to the point that she questioned why she was paying dues at all.
Ali Haridopolos spoke out about NYHA. She pointed out that UFT leaders should meet with those sponsoring the bill. She also addressed concerns about out-of-state retirees, who she noted would still have the same care under the bill. And she discussed the issue of taxes, which she suggested would not go up, pointing to countries that have universal healthcare and reduced spending when compared to the US. With networks shrinking and the risk of losing our current healthcare (GHI) entirely, she pointed out that it was time to think about universal healthcare.
Minutes approved
Michael Mulgrew spoke about his visits to schools with large immigrant populations in recent weeks. He noted that the mayor’s memo was actually not directed at schools, but the effect was the same – to get people to comply with ICE. The guidance from the state hasn’t changed (need for a warrant for ICE to enter schools). All reports of ICE entering schools have not been substantiated.
Mulgrew also spoke about para legislation (for annually recurring payments of 10k), which we need to get done. It gets around collective bargaining and pattern bargaining. No, it can’t be pensionable – that would be illegal. Need to fix pattern bargaining issues – otherwise in 15 years we’ll e here again.
He spoke negatively about a new rule that commissioners are not to criticize president Trump. There was an announcement made to not criticize Trump and not interfere with any of his policies. Not here to debate – about protecting children our case.
Michael Shulman asked about pattern bargaining. He mentioned that he was glad to hear that the UFT’s stance is shifting, but made a request for consideration – that if we don’t break pattern bargaining, we at least make the case in the MLC to ensure the strongest union is first up.
Mulgrew noted that policy hasn’t shifted on pattern bargaining, that he agreed and was on the same page. It’s to the city’s advantage to have certain unions do it. Not a union I know of that hasn’t tried to break pattern bargaining – none has succeeded. Arbitrator always sides with pattern.
Mulgrew also noted that many things aren’t tied to the contract, such as teacher choice money. He suggested paras understand that this is a battle. Need a veto proof bill – lawyers know we’ll go to court because it will be challenged. 34 for veto proof, but want 51.
Question period:
A question was asked about problems with bridge classes having to do with testing at the individual grade level. Was hard to hear over some construction noise.
Mike Sill noted that there was a letter written by CSA, UFT – working on that. He said the part we know immediately about is Stars – working on that. Stars should meet the needs of kids, not kids the needs of stars. Paperwork issue.
Ronnie Almonte, whose own family member was taken by ICE at an earlier date, spoke in favor of what his colleagues at FDR said regarding protecting immigrant students, and asked what more we could do. He asked about contractual protections for teachers in case they want to do anything to protect students beyond what administrators are comfortable with.
Sill spoke in favor of looking at the resolution and suggested FDR reach out to him and Janella.
Reports from districts:
G. Sorkin updated on the dental RFP and welfare fund. He said they wanted to roll things out after approved, given surplus, and were starting to do so. He spoke of the program a the hospital of special surgery, the bigger disability benefit, increased formula reimbursements, immediate dental relief, tripling dental network, enhanced death benefit (no longer age based, flat rate). Dental RFP – a few insurers (Anthem, SIDS, may have missed one), but Guardian and Aetna suggested they can’t do it. In service drug benefit – hope to have update soon.
Janella Hinds: Divisional HS in Terrytown – 200 members joined. Great immigration trainings being held. Illustrative math team meeting.
Victoria Lee: transfer bill – big victory – allows all BERS UFT to transfer to TRS. Check out upcoming meetings.
DeShana Barker spoke about UFT family day and recommended people register.
Rashad Brown spoke about the Black History Film Series as well as the Women’s History Month, and upcoming Pride Committee meetings.
Karen Alford spoke about the preschool event regarding the preschool to prison pipeline – will be a virtual event. She also discussed the early childhood conference.
Name and report missed.
During the legislative report, Vanecia Wilson spoke about several upcoming elections which will require endorsements. Questionnaires will be sent out and anyone who responds will get an interview to speak.
During the grievance report, M. Collins spoke about two new ratified contractual agreements (LPNs, with 37% pay boosts by the end) and Lincoln Center education teacher artists (3% annual increases). We also heard about an arbitration where a para and chapter leader was reinstated with full back pay after being wrongfully terminated.
All NYSUT resolutions were passed to be sent by us to the NYSUT delegate assembly (see below for their text, as well as other passed official minutes).
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Appendix – Approved Minutes
Executive Board Minutes
January 27, 2025
Present: Adika, Aklu, Alexander, Anastasiou, Aromando, Arroyo, Artis, Ayrovainen, Bacon, Barker, Barr, Bello, Bennett, Bongiovanni, R. Brown, Calamia, Cambria, Castro, Conaboy, Crinigan, Destin, Diakite, Eaddy, Franks, Friedman, Garcia, Highland, Hill, Josaphat, Kazansky, Khalid, S. Lee, Mantell, Mejia, C. Murphy, Nanay, Polite, Poulos, Ramos, Rock, D. Rodriguez, Rosier-Rayburn, Ruiz, Rzonca, Santos, Shapiro, Sill, Surpris, Vaccaro, Waltzer, Weinerman, Williams, Williams-Crawford, Yon.
Excused: S. Abrams, Alford, Almonte, Arundell, Atkinson, Bart, T. Brown, Colvin, Coppola, Crispino, DiBenedetto, Espert, Gaglione, Geist, Ginese, Goldman, Gordon, Harmon, Hinds, Hughes, Jallot, Kuzar, V. Lee, Lozupone, Miller, Mulgrew, T. Murphy, Negron, Nobles, Peña, Pender, Perez, Reed, Robbins, L. Rodriguez, Rogers, Romero-Lee, Rotkowitz, Sandau, Sarabia, Schirtzer, Silva, Sorkin, Thompson, Tindal, Usatch, Webb-Geddes, Wilks-Duplan.
Secretary Barr called the meeting to order.
The following minutes were approved: Executive Board minutes of January 6, 2025 and AdCom minutes of January 10, 2025, January 17, 2025 and January 24, 2025.
Secretary Barr announced that today is International Holocaust Remembrance Day. A moment of silence was observed.
Vice President Mary Vaccaro spoke about the School Improvement Conference that took place from Thursday-Saturday at the UFT with about 400 AFT members from across the country in attendance. This year’s focus was on student engagement across grade levels from pre-K to 12th grade. Leslie Yudman who is a producer spoke at the conference about how to teach social justice to our youngest learners in a responsible and respectful manner. Tomorrow she will spend the day here to speak to 300 pre-K teachers. They will leave with every book they need for the program.
Assistant Secretary Michael Sill spoke about the Chapter Leader Weekend – Part 3 that just took place. There were about 200 chapter leaders in attendance. We talked about organizing, budget consultations and representing members. Sill also spoke about the hiring fairs for sub-paras in 4 of the 5 boroughs. Hiring fairs will also take place in Staten Island. At last count we had 1,600 people who have finished the onboarding process and can be hired to work in schools right now. As of the last payroll, only 600 have been hired. We really need principals to get the process moving so more paras can be hired. Sill also gave an update on the class size funding applications. The applications submitted have been excellent. We’re probably going to have more positions that have been applied for than what we would need to get to the 60% for next year. There’s more that needs to be done, especially for schools that do not have the space to expand. Hopefully by the end of this week those applications will all have been reviewed. Then the process to determine how to distribute the money will begin. As per the law, we need to prioritize schools that have the highest economic need index. We look forward to notifying those schools that they can hire staff to lower class sizes.
Director of Grievance Mark Collins reported on two arbitration decisions. NYU had fired 9 labor and delivery nurses even though they were not in a position to respond to a woman who gave birth in the hallway of the facility. Once they were aware and the baby was born, they jumped into action and took care of the mother and child. We filed a grievance, and arbitration began in the summer of 2023. Last week we received the decision. The arbitrator found no just cause for termination and reinstated all 9 nurses back with full pay. The second case was a DOE case on a member wearing a hat in a Queens school. Since the 1970’s it’s been known that the DOE does not implement a dress code. The standard set was whether or not the dress code as a professional inhibits teaching effectiveness. Handbooks cannot change our rights or working conditions. Chancellors have resolved these kinds of issues in the past. Hopefully, we can get this resolved. A case from 2017 was entered into evidence. Thanks to Mary Atkinson who testified beautifully on this.
Vice President Richard Mantell reported on a solar legislation bill that the city council unanimously approved and the mayor signed that every DCAS city owned building, including schools, have to have solar panels installed. This is in the city’s budget.
The following resolution was submitted by LeRoy Barr, Rashad Brown, Camille Eaddy, Elizabeth Espert, Richard Mantell and Joseph Surpris.
Motion: To approve the following resolution for submission to the NYSUT RA:
Resolution calling for a fairer pension COLA for NYSUT retirees
WHEREAS, the pensions of retired NYSUT members are not keeping pace with inflation, resulting in significant economic hardship for many; and
WHEREAS, the methodology for calculating the cost-of-living adjustment (COLA) for existing New York State public employee pensions has remained largely unchanged since 2001, while the cumulative rate of inflation over this period has drastically eroded the purchasing power of NYSUT retirees; and
WHEREAS, the COLA increase for 2024, with its outdated methodology and caps, fails to reflect the true increase in the cost of living for NYSUT retirees; and
WHEREAS, our retirees, who dedicated their lives to the education, safety, and healthcare of members of our communities, deserve a secure and dignified retirement; therefore, be it
RESOLVED that NYSUT will launch a comprehensive campaign aimed at establishing fair and sustainable cost-of-living adjustments to pensions for retired NYSUT members and other public employees by significantly improving the COLA benefit; and be it further
RESOLVED that NYSUT develop and implement a strategic plan that engages elected officials, other public sector unions, and both in-service and retired NYSUT members to achieve these critical objectives; finally, be it
RESOLVED that NYSUT advocate for innovative solutions, including revisiting the COLA calculation methodology, and advocates to the governor and elected state officials for legislative changes that protect the financial security of NYSUT retirees.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
Resolution Advocating for Increased Staffing of Special Education Teachers, School Counselors, School Psychologists, Nurses, OT/PT, Speech, Social Workers, Paraprofessionals, Teacher Aides, Teacher Assistants, Hearing Services, and All Other Titles That Deal with Special Education
WHEREAS, in New York State schools, we work to meet the educational, health, and social needs of our students; and
WHEREAS, the New York State United Teachers (NYSUT) recognizes the crucial role that special education teachers, counselors, nurses, OT/PT, speech pathologists, social workers, paraprofessionals, teacher aides, teacher assistants, hearing services, and all other titles that deal with special education play in addressing the diverse needs of the student population; and
WHEREAS, adequate staffing levels of these positions are essential for fostering an inclusive and supportive learning environment that meets the needs of all students; and
WHEREAS, the existing shortage of special education teachers, school counselors, school psychologists, nurses, and social workers has led to increased workload and challenges in providing individualized attention and support to students with unique learning requirements; and
WHEREAS, the impact of the COVID-19 pandemic has exacerbated the social-emotional and mental health needs of students, causing an urgency to expand the support staff to address these challenges effectively;
THEREFORE, BE IT RESOLVED, that the New York State United Teachers (NYSUT) advocates for the hiring of more special education teachers, OT/PT, and speech pathologists to address the growing demand and ensure that students with unique learning requirements receive the appropriate resources and services necessary for their academic success; and be it further
RESOLVED, that NYSUT will work with its locals to urge school districts to implement an expansion of counseling services in schools by hiring additional social workers, school counselors, and school psychologists to provide students with comprehensive social-emotional support; and be it further
RESOLVED, that NYSUT urges the hiring of additional nurses in schools to enhance the health and well-being of students, ensuring timely and effective responses to medical needs within the school community; finally be it
RESOLVED, that we call on the New York State Education Department to work collaboratively with NYSUT to develop and implement strategies for recruiting, hiring, and retaining qualified special education teachers, counselors, nurses, OT/PT, speech pathologists, social workers, paraprofessionals, teacher aides, teacher assistants, hearing services, and all other titles that deal with special education to meet the evolving needs of the student population and create a supportive learning environment for all.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
RESOLUTION TO ENSURE EQUITABLE FUNDING AND RESOURCE ALLOCATION FOR CAREER AND TECHNICAL EDUCATION PROGRAMS
WHEREAS, Career and Technical Education (CTE) programs provide essential pathways to career success and economic mobility for thousands of students across New York State, and
WHEREAS, CTE programs have demonstrated significant positive outcomes, including higher graduation rates, increased college enrollment, and better career preparation, with CTE concentrators having a graduation rate 6 percentage points higher than the national average and
WHEREAS, despite their proven effectiveness, many CTE programs face chronic underfunding, inadequate resources, and outdated equipment that does not align with current industry standards, and
WHEREAS, inequitable funding patterns have disproportionately affected CTE programs in historically underserved communities across New York State, limiting access to high-quality career preparation for students who could benefit most, and
WHEREAS, the cost of maintaining industry-standard equipment, securing qualified instructors, and providing necessary materials for hands-on learning experiences continues to rise, and
WHEREAS, high-quality CTE programs require ongoing partnerships with industry professionals, regular curriculum updates, and continuous professional development for educators;
THEREFORE, BE IT RESOLVED that NYSUT calls upon the New York State Legislature and the New York State Education Department to establish dedicated funding streams for CTE programs at the state and federal levels that ensure equitable distribution of resources to all districts and communities across New York State, be it further
RESOLVED, that NYSUT advocates for increased funding at the state and federal levels, beyond Carl Perkins funding, specifically for CTE programs to cover essential equipment, materials, professional development, teacher externships, and industry certification costs, finally, be it
RESOLVED that NYSUT will work with the CTE Advisory Committee, comprising educators and community stakeholders, to develop and implement these initiatives with periodic public reporting on progress to ensure accountability and prioritize equitable resource distribution to historically underserved communities.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
Resolution on the Over-Assessment of Elementary School Students in New York State
WHEREAS, the global pandemic, interrupted instruction, lapses in the receiving of special education services, online learning, and the influx of asylum-seeking students have revealed significant gaps in learning and a decrease in learning time for students attending our public elementary schools;
WHEREAS, the return to in-person learning triggered the implementation of additional classroom assessments in New York State public elementary schools;
WHEREAS, many elementary schools are using multiple assessments;
WHEREAS, teachers have been overwhelmed by administering and grading assessments (in some cases one-on-one with students) and not having enough time to teach and implement assessment-based instructional shifts;
WHEREAS, students have become overwhelmed by test preparation and test-taking and have missed out on opportunities for meaningful and project-based learning experiences due to the number of assessments given regularly in their public elementary school;
WHEREAS, some districts across the state has attached funding to the use of and/or mandated specific assessments in its elementary schools without regard for the quantity, frequency, and efficiency of the assessment and/or data it provides;
WHEREAS, some districts have initiatives to get every student reading that is directly impacted by the loss of reading instructional time due to the over-assessment of students in elementary school;
WHEREAS, the implementation of some new literacy curricula has led to an additional increase in assessments due to regularly scheduled end-of-module assessments;
WHEREAS, the time it takes for teachers to grade assessments often does not allow for opportunities to analyze the assessment data, inform instructional practices, and simply teach their students; therefore be it
RESOLVED, that the New York State United Teachers will work with the New York State Education Department and its various stakeholder groups to evaluate current elementary school assessment uses, policies, and practices to prioritize and reduce the number of assessments given to our elementary schools; and be it further
RESOLVED, that NYSUT will work with NYSED and its various stakeholder groups to enhance opportunities to use assessments to inform instruction in our elementary schools by identifying assessments that do not require substantial amounts of time to administer and grade before reviewing their data; be it further
RESOLVED, that NYSUT will work with NYSED and its various stakeholder groups to increase student learning and instructional time by limiting the number of content-based assessments that may be administered that are redundant in nature and the data they capture; finally be it
RESOLVED, that NYSUT will work with NYSED and its various stakeholder groups to increase instructional outcomes by reducing classroom test preparation and administration in elementary schools and emphasizing teaching, student inquiry, and project-based learning.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
RESOLUTION IN SUPPORT OF TEACHER VOICE IN THE USE OF P-12 CURRICULA
WHEREAS, NYSUT recognizes the diverse needs of students across New York State, and
WHEREAS, NYSUT believes that educators are best positioned to make instructional decisions that meet the individual needs of their students, and
WHEREAS, some districts have mandated the use of specific curricula and assessments in K-12 classrooms, limiting the professional judgment of teachers, and
WHEREAS, NYSUT supports the use of research-based and developmentally appropriate curricula, but recognizes that a one-size-fits-all approach is not effective for all students, and
WHEREAS, NYSUT believes that teachers should have the autonomy to adapt curricula and assessments to meet the unique needs of their students, and
WHEREAS, NYSUT recognizes the value of teacher-created assessments in evaluating student learning and providing valuable feedback, and
WHEREAS, NYSUT believes that teachers should not be evaluated based on their adherence to a prescribed curriculum or pacing calendar, and
WHEREAS, NYSUT believes that the professional expertise of teachers should be valued over the influence of vendors and consultants;
THEREFORE, BE IT RESOLVED that NYSUT supports and defends the right of all teachers to adapt curriculum and assessments to benefit their students, and
BE IT FURTHER RESOLVED that NYSUT opposes the use of standardized curricula and assessments that limit teacher autonomy and fail to recognize the diverse needs of students, and
BE IT FURTHER RESOLVED that NYSUT calls on school districts across New York State to provide teachers with the resources and support they need to make informed instructional decisions, including professional development opportunities in curriculum development and assessment, and
BE IT FURTHER RESOLVED that NYSUT will continue to advocate for the professional autonomy of its members and fight against any policies or practices that undermine the teacher’s role as the expert in the classroom.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
NYSUT Resolution for an inclusive health curriculum
Whereas, “A Guidance Document for Achieving the New York State Standards in Health Education” was published in 2005 and has not been substantively revised since, despite significant advancements in health knowledge and the general understanding of sexuality and gender; and
Whereas, in 1998, the New York State Department of Education and its network of Coordinated School Health Centers initiated efforts to improve school health education, underscoring the ongoing need for review and updates to ensure alignment with current best practices; and
Whereas, this document omits inclusive language and references to sexual and gender diversity throughout, failing to adequately address the needs of LGBTQIA+ students; and
Whereas, the document lacks comprehensive information on sexual orientation and gender identity, particularly within the Family Life/Sexual Health and Violence Prevention Functional Knowledge sections; and
Whereas, the document’s definitions of sexuality and related terms are primarily heteronormative and binary, excluding the existence and identities of some LGBTQIA+ individuals; and
Whereas, the document omits critical information heightened risk of alcohol and substance misuse within the LGBTQIA+ community are significant health concerns requiring specific attention and education; and
Whereas, there has been an increase in mental health issues within the LGBTQIA+ and the youth population that is not addressed in the outdated guidance including high rates of depression and anxiety, substance abuse and suicide; and
Whereas it is essential to acknowledge diverse perspectives on health education, particularly regarding sexuality and gender, and to ensure any updates are made with sensitivity and respect for all viewpoints; and
Whereas, it is imperative to update the New York State Learning Standards for Health Education to ensure they are inclusive, accurate, and effectively address the health needs of all students; therefore, be it
Resolved, the New York State United Teachers (NYSUT) will advocate for the immediate review and update of the New York State Learning Standards for Health Education, with a focus on incorporating LGBTQIA+ inclusive language, addressing the specific health needs of the LGBTQIA+ and other marginalized communities, and aligning the standards with current scientific knowledge and societal understanding of health and sexuality; and be it further
Resolved, NYSUT will form a working group composed of educators, representatives
from relevant advocacy organizations, and experts in sexual health and gender identity to review the current standards and make recommendations for updates; and be it
further
Resolved, this work group will collaborate with the New York State Education Department (NYSED) to discuss the current standards and work towards developing updated standards that meet the needs of all students in New York State; finally, be it further
Resolved, these updated standards should be finalized and ready for implementation by 2026-2027 school year, ensuring that students at all grade levels, including those transitioning to new educational levels, receive comprehensive and inclusive health education by the time they reach commencement.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
Resolution on Separation of Church and State in Education
Whereas, the principle of separation of church and state is a cornerstone of American democracy, ensuring that public institutions, including schools, remain secular and inclusive for all students regardless of their religious beliefs (Everson v. Board of Education, 1947); and
Whereas, recent advocacy for publicly funded religious charter schools, including the Oklahoma Religious Charter School initiative, poses a direct challenge to this foundational principle, potentially diverting taxpayer dollars to religious institutions in violation of constitutional protections (American Civil Liberties Union, 2023); and
Whereas, weakening the separation of church and state threatens the neutrality of public education, creating an environment where students of minority faiths or no faith may feel excluded or discriminated against; therefore, be it
Resolved, that the New York State United Teachers (NYSUT) unequivocally opposes any initiatives to establish or fund religious charter schools or other forms of religious instruction with public money; and be it further
Resolved, that NYSUT calls on state and federal lawmakers to uphold and enforce the constitutional principle of separation of church and state in all matters related to public education; and be it further
Resolved, that NYSUT commits to educating its members and the broader public about the importance of maintaining secular public schools to ensure equity and inclusivity for all students.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
RESOLUTION OPPOSING BOOK BANS AND CENSORSHIP IN PUBLIC SCHOOLS
Whereas, public schools serve as pillars of democracy, fostering critical thinking, empathy, and understanding through access to diverse literature and educational materials; and
Whereas, recent legislative and policy efforts across the United States have led to the banning or restriction of books, often targeting works by or about marginalized communities, LGBTQ+ individuals, and historically significant but politically contested subjects; and
Whereas, book bans and censorship undermine the professional autonomy of educators, restrict students’ rights to explore diverse perspectives, and threaten the development of an informed and inclusive society; and
Whereas, censorship initiatives are often driven by political agendas that seek to erase or distort historical truths and suppress discussions of equity, inclusion, and social justice, thereby depriving students of a comprehensive education; and
Whereas, the incoming federal administration’s education policies, as outlined in Project 2025 and other related agendas, signal a potential escalation of efforts to control curricula and limit access to books and educational materials deemed “inappropriate” by political and ideological standards; therefore, be it
Resolved, that the New York State United Teachers (NYSUT) unequivocally opposes book bans and all forms of censorship in public schools, affirming the importance of intellectual freedom, diverse literature, and comprehensive curricula in fostering critical thinking and democratic engagement; and be it further
Resolved, that NYSUT commits to supporting educators, librarians, and school communities in resisting censorship efforts, providing resources and advocacy to uphold students’ rights to access diverse and inclusive educational materials; and be it further
Resolved, that NYSUT calls upon state and federal lawmakers to enact and enforce policies protecting intellectual freedom in education, ensuring that all students have equitable access to the books, materials, and discussions necessary for a robust, inclusive education.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
Resolution Supporting Equitable Funding for Students with Disabilities to
Participate in Afterschool Programs
WHEREAS, students with disabilities across New York State often face significant challenges in accessing after-school programs due to a lack of travel training and busing support and
WHEREAS, many students with disabilities are only accustomed to traveling between home and school, limiting their ability to participate in activities that promote independence, socialization, and enrichment; and
WHEREAS, students with disabilities often experience limited social interactions outside of school, and afterschool programs provide opportunities for much-needed peer engagement, recreation, and skill development in a safe and supportive environment; and
WHEREAS, afterschool programs are an essential resource for alleviating the boredom and social isolation that students with disabilities may face at home; and
WHEREAS, while afterschool programs are readily available in many communities, students with disabilities are often excluded from these opportunities due to a lack of access to busing and equitable transportation options; and
WHEREAS, the Individuals with Disabilities Education Act (IDEA) and other federal laws mandate the provision of services that support equitable opportunities for students with disabilities, yet the lack of afterschool transportation leaves these students underserved; and
WHEREAS, state and local budgets often find creative funding solutions for various programs, yet fail to prioritize equitable access to afterschool opportunities for students with disabilities; therefore be it
RESOLVED that NYSUT calls on the New York State Education Department, the New York State Legislature, and relevant policymakers to prioritize funding for busing and transportation services for students with disabilities to participate in afterschool programs, be it further
RESOLVED that NYSUT calls on the New York State Education Department to allocate resources and develop policies that address this critical equity issue, ensuring that all students, regardless of ability, have access to the enrichment, socialization, and safe environments provided by afterschool programs, finally, be it
RESOLVED that NYSUT calls on the New York State Education Department to include students with disabilities in all discussions surrounding funding and accessibility for extracurricular activities, recognizing their right to equitable opportunities and support.
Carried
Motion: To adjourn
Carried
Respectfully submitted,
LeRoy Barr
Secretary
UNITED FEDERATION OF TEACHERS
Ad Com Minutes
February 7, 2025
Present: Alford, Barr, Brown, Ginese, Goldman, Gordon, Hinds, Lee, Mantell, Mulgrew, Sill, Vaccaro.
Motion: To approve the Delegate Assembly agenda for February 12, 2025 below:
- Resolution on Observations for Tenured Teachers Returning from Leave
- Resolution on Union Interference: Interference in Our Union, the United Federation of Teachers’ (UFT’S), election from non-members (individuals and outside organizations)
Motion: To approve the following resolution for submission to the NYSUT RA:
EMPOWERING CITIZENS: A RESOLUTION TO PRIORITIZE CIVIC EDUCATION
WHEREAS, a successful democracy relies on informed and engaged citizens who understand their rights and accept their responsibilities; and
WHEREAS, civic education prepares students to actively participate in their communities and in the democratic process; and
WHEREAS, the integration of civic education into the curriculum enhances critical thinking, fosters respectful dialogue, and encourages civic responsibility; and
WHEREAS, research indicates that students who receive comprehensive civic education are more likely to vote, engage in community service, and advocate for social issues; and
WHEREAS, many students lack access to quality civic education, contributing to a disengaged electorate and a decline in civic participation; therefore, be it
RESOLVED that NYSUT will work, along with its national affiliates the American Federation of Teachers and the National Education Association, to advocate for civic education resources such as:
- Curriculum Development: Development of comprehensive civic education curriculum resources that include topics such as the Constitution, the electoral process, civil rights, and the importance of community engagement;
- Professional Development: Professional development opportunities for educators to enhance their knowledge and teaching strategies related to civic education;
- Community Partnerships: Partnerships with local civic organizations, government agencies, and nonprofits to create opportunities for students to engage in civic activities such as voting drives, community service, and public forums;
- Student-Centered Learning: Student-centered, experiential learning opportunities that allow students to explore civic issues, participate in discussions, and engage in projects that benefit their communities;
- Grants and Funding: The creation of grants or dedicated funding to ensure civic education and engagement become and remain fundamental components of our public education system; and be it further
RESOLVED that NYSUT will review and support civic education programs in our schools to ensure that all students have access to quality civic education that prepares them to be active and informed citizens.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
RESOLUTION TO ENSURE EQUITABLE FUNDING AND RESOURCE ALLOCATION FOR CAREER AND TECHNICAL EDUCATION PROGRAMS
WHEREAS, Career and Technical Education (CTE) programs provide essential pathways to career success and economic mobility for thousands of students across New York State; and
WHEREAS, CTE programs have demonstrated significant positive outcomes, including higher graduation rates, increased college enrollment, and better career preparation, with CTE concentrators having a graduation rate 6 percentage points higher than the national average of all graduating seniors; and
WHEREAS, despite their proven effectiveness, many CTE programs face chronic underfunding, inadequate resources, and outdated equipment that does not align with current industry standards; and
WHEREAS, inequitable funding patterns have disproportionately affected CTE programs in historically underserved communities across New York State, limiting access to high-quality career preparation for students who could benefit most; and
WHEREAS, the cost of maintaining industry-standard equipment, securing qualified instructors, and providing necessary materials for hands-on learning experiences continues to rise; and
WHEREAS, BOCES and Special Services Aid in the Big Five city school districts — the main providers of CTE programs — face severe limitations to expansion due to an antiquated funding structure – state reimbursement for CTE instructor salaries has remained at $30,000 for over 20 years; and
WHEREAS, high-quality CTE programs require ongoing partnerships with industry professionals, regular curriculum updates, and continuous professional development for educators; therefore, be it
RESOLVED that NYSUT will call upon the New York State Legislature and the New York State Education Department, along with its affiliates at the national level, to establish dedicated funding streams for CTE programs at the state and federal levels that ensure equitable distribution of resources to all districts and communities across New York State; and be it further
RESOLVED that NYSUT, along with its affiliates at the national level, will advocate for increased funding at the state and federal levels – beyond Carl Perkins funding – specifically for CTE programs to cover essential equipment, materials, professional development, teacher externships, and industry certification costs; and be it further
RESOLVED that NYSUT will work with educators and other community stakeholders to develop and implement these initiatives and prioritize equitable resource distribution to historically underserved communities; and be it further
RESOLVED that NYSUT will advocate for provisions to reform the BOCES and Special Services funding formulas to meet today’s needs in order to create solid career pathways for our students, making sure NY’s workforce is the strongest in the country.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
RECESS REVOLUTION: WHY PLAYTIME MATTERS FOR STUDENT SUCCESS
WHEREAS, the New York State United Teachers (NYSUT) recognizes the critical importance of recess and developmentally appropriate play time in the overall development and well-being of students; and
WHEREAS, research has shown that adequate recess and play time contribute significantly to the physical, social, emotional, and cognitive development of students. The presence or absence of play, particularly in child development, has a great deal to do with competency, resiliency, emotional health, and brain size. Play is not frivolous and not just for kids, but something that is an inherent part of human nature and learning; and
WHEREAS, research has shown that recess is an important place where students learn and practice conflict resolution skills, teamwork, empathy, and self-regulation; and
WHEREAS, the Centers for Disease Control recommend at least 20 min of daily recess in elementary schools. However, unequal provision of recess contributes to persistent health and academic disparities for students; and
WHEREAS, there is a growing concern regarding the lack of equitable access to recess and play time, particularly for students in underserved communities, with students in larger and lower-income schools receiving less daily recess than students in smaller and higher income schools – findings that support the enactment of legislation mandating health-sufficient daily recess. Since the early 2000’s, 40 percent of school districts reduced or cut recess altogether; and
WHEREAS, the disparity in access to recess and play time exacerbates existing educational inequities and negatively impacts the overall health and academic outcomes of students; now therefore, be it
RESOLVED, that NYSUT will strongly advocate for policies and initiatives that promote increased recess and developmentally appropriate play time for all students, with a particular emphasis on addressing the equity issue and ensuring that students from all backgrounds have equal opportunities to engage in physical activity and social interaction during the school day; and be it further
RESOLVED, that NYSUT will advocate that recess time be recognized as instructional time, that recess time shall be considered a right and not a privilege, and that therefore recess time may not be subject to exclusion in order to coerce student behavior or maintain discipline in the classroom; and be it further
RESOLVED that NYSUT will call upon school districts, administrators, and policymakers to prioritize the implementation of strategies that support and expand recess and play time, including but not limited to scheduling regular and sufficient breaks, providing access to safe and engaging play spaces, and offering professional development opportunities for educators on the benefits of developmentally appropriate play-based learning; and be it further
RESOLVED that NYSUT will commit to working collaboratively with coalition partners at the local, state, and national levels to advocate for policies that promote equity in recess and play time for all students, and to monitor and evaluate the implementation of and adherence to such policies to ensure their effectiveness in fostering the holistic development of every child.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
PROTECT OUR PUBLIC SCHOOLS: PROTECT TITLE 1
WHEREAS, the New York State United Teachers (NYSUT) is dedicated to advocating for high-quality public education for all students in New York State; and
WHEREAS, Title I funding is a federal resource primarily available for schools serving students from low-income families. This funding is intended to help cure educational disparities and support the most vulnerable student populations; and
WHEREAS, private school voucher programs would undermine the integrity and effectiveness of the Title I funding program by diverting these essential public funds away from the public schools serving low-income families; and
WHEREAS, NYSUT recognizes the importance of protecting and preserving access to a high-quality education for all of our students, regardless of their socioeconomic status; therefore, be it
RESOLVED, that NYSUT will firmly oppose private school vouchers and any similar legislation or policy that would divert public funds away from public schools to private educational institutions, such as block grants; and be it further
RESOLVED, that NYSUT, in collaboration with its national affiliates, will advocate for the protection and preservation of Title I funding as it is described here, to ensure that schools serving low-income students continue to receive the necessary resources and support to address educational inequities and provide a quality education for all students; and be it further
RESOLVED, that NYSUT will call upon our national affiliates, the American Federation of Teachers and the National Education Association, to develop and share a campaign, including educational and other materials exposing the damaging effects of voucher systems on public education; and be it further
RESOLVED, that NYSUT will consider creating a tool kit with this messaging to support local campaigns and advocacy around these issues and engagement with our communities.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
NEW YORK STATE TAX CREDITS FOR EDUCATORS
WHEREAS, NYSUT members working in public schools play a critical role in supporting student success, often making significant financial sacrifices to purchase necessary classroom supplies for their students; and
WHEREAS, educators go above and beyond to provide for their students, purchasing not only classroom supplies but also essential items such as hygiene products, food, clothing, and other resources to help students succeed; and
WHEREAS, the high cost of classroom supplies can create a financial burden for these members, particularly those in low-income communities; and
WHEREAS, studies have shown that access to adequate classroom resources positively impacts the student learning experience and outcomes; and
WHEREAS, more than 90% of teachers spend their own money on school supplies and other items their students need to succeed, with the average educator spending between $500 and $800 each year; and
WHEREAS, there is presently a $300 federal tax deduction available for eligible educators, but this does not adequately cover the average educator expenditure; and
WHEREAS, global economic conditions may likely increase the cost of some supplies and other materials that support student success; and
WHEREAS, creating a statewide tax credit for educators purchasing classroom supplies would provide much-needed financial relief and incentivize investment in student learning; therefore, be it
RESOLVED, that NYSUT will advocate for a New York State tax credit of up to $1,000 for educators to offset the cost of materials and supplies that support student success; and be it further
RESOLVED, that this tax credit should apply to a wide range of expenses, including but not limited to books, technology, hygiene products, food, clothing, incentives, and other essential classroom and materials and supplies to support student success; and be it further
RESOLVED, that this tax credit should be available to all educators, including but not limited to teachers, paraprofessionals, teacher aides, teacher assistants, and school counselors; and be it further
RESOLVED, that this tax credit be easily accessible and simple to claim, minimizing hurdles for educators when filing their returns.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
RESOLUTION TO PROMOTE AND EXPAND MINDFULNESS, SOCIAL-EMOTIONAL LEARNING, AND RESILIENCY PROGRAMS IN NEW YORK STATE SCHOOLS
WHEREAS the well-being of students is essential for their academic success and overall development, and NYSUT believes that by investing in the well-being of our students, we are investing in the future of New York State; and
WHEREAS mindfulness, social-emotional learning (SEL), and resiliency programs have been shown to improve educator and student mental health, reduce stress and anxiety, and enhance academic performance; and
WHEREAS research has shown that these programs can improve student attention, focus, emotional regulation, and social-emotional skills, leading to reduced stress and anxiety, enhanced academic performance, and a more positive school climate; and
WHEREAS the UFT’s implementation of MindUp through partnership with the Goldie Hawn Foundation and the Massapequa Federation of Teachers’ participation in Rise, are two mindfulness, social-emotional learning and resiliency programs that demonstrate the positive impact on educator and student well-being, school climate, and emotional literacy; and
WHEREAS expanding access to mindfulness, SEL and resiliency programs like MindUp and Rise across New York State would benefit students, educators, and communities by promoting mental health, emotional regulation, and positive social interactions; therefore, be it
RESOLVED, that NYSUT will call upon the New York State Legislature and the New York State Education Department to promote the implementation of mindfulness, SEL and resiliency programs in schools across New York State, providing resources and support for training and implementation; and be it further
RESOLVED, that NYSUT will ask for the New York State Legislature and the New York State Education Department to jointly encourage collaboration between districts, schools, NYSUT locals, and community organizations to provide comprehensive support for student well-being; and be it further
RESOLVED, that NYSUT will continue advocating for policies that prioritize student mental health and create a supportive learning environment for all in the school community; and be it further
RESOLVED, that NYSUT will work with its locals and community partners to share information and resources about effective mindfulness, SEL and resiliency programs; and be it further
RESOLVED, that NYSUT will take steps to facilitate providing professional development opportunities for educators on implementing mindfulness, social-emotional and resiliency programs in their classrooms; and be it further
RESOLVED, that NYSUT will continue supporting the development of school and district-wide initiatives that promote student well-being and create a positive school climate.
Carried
Motion: To approve the following resolution for submission to the NYSUT RA:
SUPPORTING STUDENTS WITH DISABILITIES
WHEREAS, the education of students with disabilities is a fundamental right, and every child, regardless of their abilities, deserves an equal opportunity to receive a quality education; and
WHEREAS, the number of students with disabilities in New York State has been steadily increasing, creating a growing demand for specialized educational services and school placements; and
WHEREAS, students with the highest needs, including those with significant cognitive, physical, or emotional disabilities, often require placement in specialized schools equipped to meet their unique educational and therapeutic requirements; and
WHEREAS, there is a significant shortage of available spaces in specialized schools to accommodate these students, leaving many of them in settings that may not be appropriate or equipped to fully support their needs, leading to overcrowded classrooms and inadequate services; and
WHEREAS, the shortage of special education staff—including teachers, aides, and therapists—and related service providers, such as occupational therapists (OT), physical therapists (PT), and speech-language pathologists, is exacerbating the challenges in meeting the needs of students with disabilities; and
WHEREAS, these shortages not only impede the ability of schools to provide effective, individualized instruction, but also delay access to critical therapies and interventions, hindering the academic, social, and emotional development of students with disabilities; and
WHEREAS, many schools across New York State are faced with increased challenges to meeting the diverse and complex needs of special education students, particularly those who require specialized services or placements, thereby contributing to educational disparities and poor long-term outcomes for these students; and
WHEREAS, addressing the lack of specialized school placements and the shortage of staff and resources for high-needs students is crucial to ensure that all students with disabilities receive the quality education they deserve; therefore be it
RESOLVED that NYSUT will call upon our legislators to take immediate and sustained action to address the educational needs of special education students, such as:
- Increasing Funding: Adequately funding school districts and specialized schools to provide competitive salaries for special education teachers, paraprofessionals, and other related service providers in order to attract and retain qualified staff;
- Expanding Specialized School Capacity: Expanding the capacity of specialized schools and programs that support students with the highest needs, ensuring that students who require these services are not placed in inappropriate or inadequate settings due to lack of space or staffing;
- Expanding Workforce Development: Implementing robust programs aimed at recruiting and training special education teachers and related service providers, with a focus on reducing the current shortage of occupational therapists (OT), physical therapists (PT), and speech-language pathologists;
- Enhancing Support Services: Increasing the availability and accessibility of related services to ensure students receive timely and appropriate therapies to meet their individualized education plan (IEP) goals;
- Supporting Mental Health Services: Expanding access to specialized mental health services and counselors trained in working with special education populations, recognizing the unique emotional and psychological challenges faced by students with disabilities;
- Strengthening Collaboration: Encouraging and facilitating collaboration between schools, local educational agencies, and community organizations to ensure holistic, integrated support for special education students and their families.
- Ensuring Accountability: Implementing stronger oversight and accountability measures to ensure that all special education students are receiving the appropriate level of services and support as required by law; and be it further
RESOLVED, that NYSUT shall explore methods of funding special education to reflect actual time and resources spent supporting the necessary services for these students.
Carried
Motion: To send 7 School Secretaries to the National Education Association and Education Support Professionals Conference on March 20-23, 2025, in Louisville, KY at a cost of $1,933 per person.
Carried
Carried
Motion: To send 6 OT/PT’s to the American Occupational Therapy Association Inspire Annual Conference and Expo on April 2-5, 2025, in Philadelphia, PA at a cost of $2,040 per person.
Carried
Motion: To send 3 members to the AFT Lawyers’ Conference on June 11-13, 2025, in Chicago, IL, at a cost of $1,337 per person.
Motion: To adjourn.
Carried
Respectfully submitted,
LeRoy Barr
Secretary
Nick Bacon
Nick Bacon is a co-chairperson at New Action Caucus. He is also an elected member of the UFT executive board
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